Most scholars have studied written discourse both in academic and professional setting within the scope of genre-based analysis, which demonstrate an increase interest in analysing the rhetorical structure of written texts. Conversely, there is a dearth of research in Malaysia that explains the rhetorical structure of argumentative essays from a genre analysis perspective. This paper introduces a genre-based corpus analysis using a compiled representative corpus of the argumentative  essay for developing a rhetorical structure, also known as , an analytical framework to enhance the students’ writing skills. The compiled representative corpus was consisted of 24 argumentative essays.  As a qualitative study, a corpus–based analysis is employed to explore  the distinguished move patterns used in the argumentative essays. Using Hyland’s (1990) 11 move pattern as an analytical framework of the argumentative essay, this study revealed a list of moves and steps which were signaled by the linguistic features. Consequently, there were altogether 9 moves and 14 steps were identified in the three stages, namely Introduction, Argument and Conclusion. However, the moves used by the pre-university students in the study did vary from the model as new moves were marked in each stage. Pedagogically, the findings of this study were expected to guide in developing a framework for writing skills.

The second language can be defined as any other language which is learned or acquired after their first language or their mother tongue. Learning or acquiring a second language can be a difficult task for anybody that wishes to speak or write in a language other than their first language. Teachers should have the basic knowledge of second language acquisition theories to provide a comprehensive teaching and learning environment to students. One of the most applied and well-accepted theories is Stephen’s Krashen’s theory of second language acquisition. The present study was carried out as an observation on students to address the importance of Krashen’s Monitor Model and the Natural Approach in the stages of second language development to ensure effective teaching of the second language. The findings show that the cause of the input factor should be taken into consideration when teaching a second language/foreign language. The findings also indicated that cooperative learning can be a good method for students to get comprehensible input from their classmates.

ABSTRACT:The current study examined the causes of poor writing skills of intermediate students in the public sector colleges of Pakistan. Besides, the study discusses the methods being used in these colleges and how those methods can be replaced by cooperative and collaborative learning techniques to enhance the writing skills of the students successfully and effectively. Research conducted so far in Pakistani context indicated that a large number of students in Pakistan fail due mainly to their poor writing skills as writing is being instructed through rote learning in teacher-centered classroom. To tackle this issue of students' poor writing skills, the paradigm needs to be shifted from rote learning to cooperative learning. The paper purports to explore as to why pedagogues in Pakistan are employing rote learning and teacher centered approach for the instruction of writing skills. To explore this issue, the paper employed the technique of review of literature. The findings indicated that the lecturers employed the conventional methods to teach writing skills especially descriptive essay writing skills. The literature reviewed showed that large classes, maintaining discipline, compulsion to complete the course in time are the causes of lecturers' sticking to such conventional methods. Besides, the current paper gives recommendations for the enhancement of writing skills which include encouragement of group work, face to face interaction and discussion as learning strategies. Finally, to attain this objective, the current study recommends the employment of cooperative and collaborative learning strategies for the improvement of intermediate students' descriptive essay writing skills.

Argumentative writing has been regarded as an essential form of written discourse in Malaysia, specifically in Malaysian University English Test (MUET). However, limited research has been conducted on the MUET argumentative essay writing component for pre-university students. The purpose of this preliminary study is to investigate a compiled representative learner corpus to conduct an analysis of the linguistic features; lexical verbs used in Band 3 and Band 5 argumentative essays produced by students of a pre-university college in Malaysia. Subsequently, the lexical verbs utilized in the respective essays were compared. As a descriptive analysis and corpus-based study, the use of lexical verb forms was examined, reflecting the learners' knowledge of applying this linguistic constituent into their written essays. The method applied in the analysis is a computer-based learner corpus analysis. Results revealed that Band 5 essays contained more '-ing' participle (VVG) form, whereas Band 3 essays revealed the use of more past participle (VVN) form. Surprisingly, both groups avoided the base form of lexical verb (VVO). The pedagogical implications based on the results of the study were proposed and the ideas for future research were discussed.

Gaming, in conjunction with innovative education, is gaining traction as a means of motivating and involving learners in their intercultural learning process. Vast research supports the relationship between learning games and increased motivation and connection. Learning games are a promising technique for aiding the acquisition of a language. This study was planned as a descriptive qualitative study, with data collected through brief questions on using the Kahoot online programme in English schools. This study aims to examine learners' interests and enhance the dynamic behaviour of the classes by integrating Kahoot in the English classroom to enhance activities connected to vocabulary identification. The study used phenomenological investigations using a sample of 31 University Utara Malaysia students. It collected data on the learners' impressions using an open-ended questionnaire. The data from the surveys were evaluated qualitatively through interviews. The findings indicated that Kahoot might boost student learning accomplishments, demonstrating a considerable rise in English learning in terms of worth. As a result, it is concluded that it is beneficial for learners in terms of assisting them in learning English.

This paper describes the processes that went into the design and development of the Learner Entrepreneurship Corpus (LEC), a specialised corpus that contains pedagogical sales e-mails written by undergraduates at a Malaysian public university. It describes in detail the processes involved in data collection and selection, as well as raw data processing, which includes data coding and tagging. The tagging and coding utilised online softwares; CLAWS Tagger and AntConc. The study adopted Integrated Moves Approach (IMA) which combines both structural and syntactical analysis. This paper also discusses the evolution of corpora in Malaysia and their relevance to the field of English for Specific Purposes (ESP). LEC was created with the goal of providing corpus linguistic researchers with a place to explore the field, as well as ESP practitioners in Malaysia with resources for developing local-based ESP curriculum and teaching and learning materials. LEC has approximately 18 thousand words from 89 electronic documents retrieved from eCampus website. At present, users can make queries to access LEC from the researcher for free.

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In student-centered learning, UUM Foundation students (FS) must take a more active role in building knowledge. The goal of this research is to investigate the effectiveness of internet-based learning for UUM FS students during the Covid-19 disaster, as well as the ways in which students protect themselves when using the internet. University students have been obliged to go online due to the COVID-19 disaster and the introduction of Movement Control Order (MCO). During the COVID-19 tragedy, there were a number of hurdles that impacted the effectiveness of internet-based learning, including internet connectivity and budgetary difficulties. At this point, even student safety is crucial. The effectiveness of internet-based learning and safety among UUM FS are investigated in this study using a descriptive-normative approach. Physical data collection could not be done due to MCO. A multi-stage sampling procedure was employed to choose 130 pupils from a group of 200. In addition, Google Meet and WhatsApp were used to conduct interviews to obtain replies to questions about internet-based learning and safety. In comparison to before Covid-19, 119 percent of respondents (92 percent) spent more than 4 hours per day. During the Covid-19 disaster, 48 percent or 62 FS preferred Zoom app for internet-based learning, and 56 percent of FS evaluated themselves as having the highest level of safety. In an interview, FS stated that internet-based learning has numerous advantages, including the ability to submit assignments via the e-learning UUM portal, which he considers to be one of the best. FS are also less likely to become infected because they do not have to interact with other people. The study's findings revealed that internet-based learning is quite successful, according to FS. Students' safety is also ensured because they are not needed to leave their homes or places of residence in order to complete their studies. UUM FS must survive, be self-sufficient, and adjust to the changes despite the COVID-19 disaster.